Blueprint Planning for Summative Assessments...
Transcript of Blueprint Planning for Summative Assessments...
Running Head: BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 1
Blueprint Planning for Summative Assessments
Timothy Higgins
Marist College
Author Note:
Prepared for EPSY605 Educational Assessment & Evaluation
Professor Szabo
April 1, 2013
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 2
Abstract
It is impossible to assess the amount of knowledge that a student has retained in any given
content area unit. The challenge for the secondary school educator is to craft meaningful
informal and formal formative assessments that build into summative assessments. These valid
summative assessments provide a representative sample of the total knowledge in that unit while,
at the same time, ensuring that NYS and CC learning standards are given their proper treatment.
An important starting point for representative sampling is the unit blueprint--a visual means to
verify whether all unit areas and cognitive dimensions are given appropriate due as learning for
the class progresses. It is beneficial that learning continue after summative assessments as
students derive additional knowledge and understanding from corrective feedback. Culminating
assessments can be opportunities for learning real-world applications and skills that participating
students can be proud of.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 3
Blueprint Planning for Summative Assessments
The summative assessments are being prepared for a unit in twelfth grade AP global
history. The unit focuses on the Classical era (1000 B.C.E to 500 C.E.) which includes the early
civilizations of China, India, Greece, Rome, and Persia. The textbook is entitled World
Civilizations: The Global Experience (Sixth edition, AP). This unit uses four chapters of the
textbook. I anticipate this unit taking up one marking period; approximately two months of the
school calendar. During these two months, various formative assignments and assessments (as
presented and discussed in assignment 2) will prepare the students for the summative
assessments on this unit. These assessments take on many forms including binary choice items,
multiple choice questions, completion items, matching items, and short answers. Higher levels of
cognition will be called on to complete interpretive exercises, essay items, and authentic tasks.
Team building is an essential component of the last task. This task will be ongoing, culminating
in a presentation of the ancient replica with additional explanatory materials.
Summative assessments, the unit blueprint, and standards
What are the differences between formative and summative assessment and do they need to
be distinct processes in the assessment continuum? Are not all assessments formative as we learn
from our mistakes? All purposeful tools should teach and not merely assess—the gap between
planned for knowledge and skill—and that actually retained—should be addressed in a
formative-summative-formative feedback loop. “There seems to be value in maintaining the
distinction between formative and summative purposes of assessment while seeking synergy in
relation to the processes of assessment. These different purposes are real. One can conduct the
same assessment and use it for different purposes just as one can travel between two places for
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 4
different purposes. As the purpose is the basis for evaluating the success of the journey, so the
purpose of assessment enables us to evaluate whether or not the purpose has been achieved. If
we fuse, or confuse, formative and summative purposes, experience strongly suggests that ‘good
assessment’ will mean good assessment of learning, not for learning” (Harlen, pp. 220-221).
Assessment for learning sets a classroom tone of continuous improvement and invites self-
correction and encourages regulation within the students.
The summative assessments in the blueprint that tap into higher cognitive dimensions are
the interpretive exercises and essays. “Interpretive exercises use material that students encounter
in everyday living such as maps, newspaper articles, and graphs. Consistent with constructivist
learning theory, this connects the material better with the student, increasing meaningfulness and
relevance” (McMillan, 2011, p. 188). This format can be limited by how students organize their
thoughts and can be mitigated and improved by melding the metacognitive dimension into these
assessments. Social studies students can draw heavily on their understanding of relationships and
patterns while composing an extended response essay. The extended response essay is an ideal
format for assessing deep understanding and reasoning. “Research on student learning habits
shows that when students know they will face an essay test they tend to study by looking for
themes, patterns, relationships, and how information can be organized and sequenced. In
contrast, when studying for objective tests students tend to fragment information and memorize
each piece” (McMillan, 2011, p. 204). This is key and brings the formative work into the
summative essay as students call on previous work that helps organize and formulate their
writing.
The blueprint provides a visual tool by which to plan and assess curricular goals. It serves
as a self-check tool for the teacher and provides insight into the assessment process. An
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 5
understanding of mandated standards and their applicability throughout the blueprint aids the
student (and teacher) in achieving objectives. Often, there are synergies between blueprint cells
where related assessments emerge. This leverage makes the best use of class time to achieve
objectives. The unit blueprint exhibited in appendix A and aligns with the following NYS social
studies learning standards:
NYS learning standard 2 - Students will use a variety of intellectual skills to demonstrate
their understanding of major ideas, eras, themes, developments, and turning points in world
history and examine the broad sweep of history from a variety of perspectives.
NYS learning standard 3 - Students will use a variety of intellectual skills to demonstrate
their understanding of the geography of the interdependent world in which we live—local,
national, and global—including the distribution of people, places, and environments over the
Earth’s surface.
The reading and writing elements of the Common Core learning standards (CCLS) for
literacy in social studies are evident in the variety of assessments that are paired with the
blueprint for this unit. The reading standards are 1, 2, 3, and 7. The writing standards are 7 and 8.
The eight highlighted blueprint cells are discussed below. They are numbered from I to
VIII on the blueprint table. The points have been modified slightly from the blueprint points for
formative assessments to allow more specificity and relevance in the summative exercises. They
are discussed below.
I. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to
changing and developing social, political, economic, cultural, and religious practices and
activities in the classical civilizations. (Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4,
KI-1, PI-1 AND CCLS Reading std 3).
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 6
Analyze the contribution of a key individual or group in Classical China or India.
The summative assessment for this blueprint cell will be aided by the formative
assessment which graphically organized facts and key ideas and laying the foundation for the
summative exercise. This assessment is an interpretive exercise and essay and is shown in
appendix B. This exercise makes connections from that era to today’s world in the treatment of
the elderly. This assessment uses the cognitive processes understanding through evaluating, with
a greater need for evaluation skills. It challenges the student to ponder today’s world by
comparing it to ancient civilizations.
II. Unit Learning Objective: Describe the cultures, civilizations, and geographies in the classical
era including social customs, norms, values, political and economic systems, and religious
belief. (Alignment: Std 2, KI-1, PI-1 and Std 3, KI-1, PI-1 AND CCLS Reading std 1).
Describe the political and economic systems of Greek and Roman society.
This blueprint point was chosen because it provides a fact-based foundation for the work
to come. The assessments include multiple choice, binary choice and matching. These
assessments test retention of content related facts and spills over into the two cells that are above
and below cell II. Remembering, understanding, and applying are the key cognitive processes at
work during these exercises. This summative assessment is what comes to mind when one thinks
of a test.
The following blueprint cells (III, V, & VI) are listed here together because they form a
hybrid assessment, capturing multiple objectives within an integrative exercise.
III. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the
classical era to understand and give perspective to historical events and illustrate societal
norms. (Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 7
Examine Greek and Roman narratives and documents by highlighting critical
elements and passages.
V. Unit Learning Objective: Understand the broad patterns, relationships, and interactions of
cultures and civilizations during the classical era.(Alignment: Std 2, KI-1, PI-4 and Std 3, KI-1,
PI-4 AND CCLS Reading std 2).
Predict military outcomes by hypothesizing that certain circumstances and
decisions were different.
VI. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the
classical era to understand and give perspective to historical events and illustrate societal
norms.(Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).
Students will develop a thought process flow chart involved in using primary
sources.
These blueprint points were chosen for integration because synergies emerged upon
blueprint analysis. It was possible to capture much by doing so. The formative assessments, fact-
storming organizer, or other data collection tools, will set up understanding for the summative
exercise that includes cells III, V, and VI. This hybrid exercise (exhibited in appendix B)
includes an interpretive exercise and has authentic and creative elements. Journalistic writing and
character quotations present an opportunity to capture the higher level cognitive processes of
evaluating and creating. Metacognitive elements are built in.
IV. Unit Learning Objective: Plan and organize classical era research projects that focus on
differing and competing interpretations of events during that era and the changes brought about
by these events.(Alignment: Std 2, KI-2 PI-1&5, Std 2, KI-4 PI-3 AND CCLS Reading std 7,
Writing stds 7,8).
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 8
Students will demonstrate knowledge of period characteristics and architectural
features to create historical replicas.
This summative assessment is interpretive as well as authentic using a team building
approach in building an ancient replica. There are many authentic learning elements catering to a
variety of multiple intelligences. Interpersonal skills are emphasized. Clearly, this assessment
will be present throughout this unit and may require additional scaffolding and check points. The
group presentation of the completed replica and associated materials will be used for summative
purposes.
The following two blueprint points (VII and VIII) are linked together with a two part
assessment.
VII. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to
changing and developing social, political, economic, cultural, and religious practices and
activities.(Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4, KI-1, PI-1 AND CCLS Reading
std 3).
Analyze and compare the causes of the decline of each civilization.
VIII. Unit Learning Objective: Interpret documents, artifacts, and contemporary film related to
significant developments in the classical era. (Alignment: Std 2, KI-4, PI-2 CCLS Writing stds 1,
2).
Students will demonstrate ability to self-evaluate their own work and learn the
process of thinking to correct them.
A similarities and differences chart is the formative work that becomes the key to the essays
that are required. This assessment (listed in appendix B as f.essay) includes two essays and a
short answer, in Part C., exploring metacognition. These assessments carry significant points as
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 9
it captures a key objective; comparing and contrasts the decline of the classical civilizations. The
cognitive processes of remembering through evaluating are at work during the process of writing
these essays.
Reflection on Summative Assessments
After the summative assessments are graded, how can they be used for additional
learning? Planning needs to take place for their formative use. Feedback on assessments need to
be made known to students so understanding is increased. A structure needs to be in place to
make this happen.
The final assessment in the unit is the team building approach to creating the historical
replica. This has resonance with real world applications—it is challenging, you are working with
others, and there is an end result—a product. Grant Wiggins (2011) discussed this approach in
his views on authentic tasks and warned that the regurgitation of knowledge is not applicable to
what future challenges most students will have to confront. Transferring prior knowledge and
skills, intellectualizing solutions is the fruit that assessment should bear.
An additional benefit of the culminating project is that is creates a sense of ownership in
a performance, and product, and a team. This turns the notion of a “final exam” on its head.
them. They have time to reflect on their performances, to practice, to receive help” (Gardner,
1999, p. 131).
This criteria may be problematic in some of the summative assessments, including
essays, interpretive questions, and especially authentic activities. Assigning a grade may be
challenging. Broad criteria may be best in the case of the team building/ancient replica project
previously discussed. Creativity is very personal and hard to assess so broad categories fit better
for grading.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 10
Conclusion
All types of tests are here to stay. A balanced social studies teaching practice
includes all types of tests--examples are exhibited in appendix B. The most significant criticism
of assessment is the atmosphere in which it is conducted. Performance pressures and test anxiety
can often inhibit learning and prevent beneficial diagnostic assessment from taking place.
Teachers need not only administrative support but a dose of courage to focus their practices on
learning and not only testing.
Gardner (1999) proposes a milieu in which the negative aspects of the testing
environment fall away:
To put it crisply, students must know what they have to do: they must be familiarized
with the ways in which they will be asked to perform their understandings; and they must
appreciate the criteria by which their performances will be judged. Far from being subjected to
mysterious exams (no tests under lock and key), students should be exposed from the beginning
to performances reflecting various degrees of competence; they should be assured that they will
have plenty of opportunities to practice the required performances and to secure helpful
feedback; and they should be confident that the culminating performances will typically be
occasions for pride, rather than apprehension or shame (p. 131).
In the long run, with the right environment and practice, students will have the self-
efficacy to self-assess against ideal performances and take the needed steps to improve. This
approach has relevance as students embark on their journeys as responsible and contributing
adults.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 11
References
Gardner, H. (1999). The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12
Education That Every Child Deserves. New York, New York: Penguin Group.
Harlen, W. (2005, June). Teachers' summative practices and assessment for learning tensions and
synergies. The Curriculum Journal, 16(2), 207-223.
McMillan, J. H. (2011). Classroom Assessment: Principles and Practices for Effective
Standards-Based Instruction. Boston, MA: Allyn and Bacon .
Wiggins, G. (2011). Moving to Modern Assessments. Kappan Magazine, 92(7), pp. 63-64.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 12
Maj
or
Conte
nt
Are
as
Appendix A
BLUEPRINT
UNIT: Global History Unit 1: Classical Civilizations, Grade 12 (AP)
TO
TA
LS
Remembering
Unit Learning Objective:
Describe the
cultures, civilizations, and
geographies in the
classical era including social
customs, norms,
values, political and economic
systems, and
religious belief.
Understanding
Unit Learning Objective:
Understand the
broad patterns, relationships, and
interactions of
cultures and civilizations
during the
classical era.
Applying
Unit Learning Objective:
Explain the
importance of analyzing
narratives drawn
from the classical era to understand
and give
perspective to historical events
and illustrate
societal norms.
Analyzing
Unit Learning Objective: Analyze the
roles and contributions
of individuals and groups to changing and
developing social,
political, economic, cultural, and religious
practices and activities
in the classical civilizations
Evaluating
Unit Learning Objective: Interpret
documents,
artifacts, and contemporary film
related to
significant developments in the
classical era.
Creating
Unit Learning Objective: Plan and
organize classical
era research projects that focus
on differing and
competing interpretations of
events during that
era and the changes brought about by
these events.
1.
Ch
ina/I
nd
ia Define key
attributes of
Classical Chinese and Indian culture,
customs, and
religions.
Summative Assessment: MC, Binary
18/6%
Summarize
geographical
features of China and India. (by
finding key places
on classical era maps).
5/2%
Apply translation
key to classical
era languages, monetary
exchange,
numbers, and measurements.
11/4%
I. Analyze the
contribution of a key
individual or group in Classical China or
India.
Summative Assessment: Essay
Interpretive
9/3%
Interpret a work of
classical era Indian
or Chinese entertainment or art
and its relevance
today.
15/5%
Construct a timeline
that portrays key
events and elements of the classical era
in China and India.
Explain key events (political, economic,
and religious) in a
graphic organizer.
30/11%
10/7.7%
88/31%
2. G
reec
e/R
om
e
II. Describe the
political and
economic systems of Greek and
Roman society.
Summative Assessment: MC, Binary, Matching
20/7%
Understand the
key elements of
Greco-Roman architecture. (by
journaling
observations on contemporary
buildings).
13/5%
III. Examine
Greek and Roman
narratives and documents. (by
highlighting
critical elements and passages).
Summative Assessment: Completion/
Short answer
9/3%
Investigate and tabulate
reputable education
web sites that highlight Greek and Roman
classical era research.
5/2%
Contrast two
political speeches
from the Greek and Roman era. (by
performing them).
18/6%
IV. Students will
demonstrate
knowledge of period
characteristics and
architectural features (by creating
historical replicas).
Summative Assessment: Interpretive and
Authentic
28/10% 93/33%
3. In
tegra
tive
Identify important
turning points and
developments in the classical
civilizations and
their causes.
Summative Assessment: MC, Binary, Matching
10/4%
V. Predict and
compare military
outcomes. (by hypothesizing that
certain events and
decisions were different).
Summative Assessment: Interpretive
exercise
8/3%
VI. Students will
develop their own
thought process flow chart
involved in using
primary sources.
Completion/
Short answer
PART B
12/4%
VII. Analyze and
compare the causes of
the decline of each civilization.
Summative Assessment: Essay
20/ 7%
VIII. Students will
demonstrate ability
to self-evaluate their own work and learn
the process of
thinking to correct them.
Summative Assessment: Essay PART C
25/9%
Develop a matrix
that compares
political, economic, and religious
aspects of two
civilizations.
25/9% 100/36%
TOTALS
48/17.1% 26/9.2% 32/11.4% 34/12.1% 58/20.7% 83/29.5% 281/100
%
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 13
Appendix B
Unit Test: Classical Civilizations NOTE: Test parts A,B,C equal 48 points
a. Binary Choice
Directions: Please Circle T (True) or F (False) T F Confucianism was full of religious symbolism and lacked a system of ethics. T F The religions of classical India, Buddhism and Hinduism, are alike in that they both have a strong founder. T F The greatest general of Greece was Hannibal. T F Classical Roman architecture has influenced the design of buildings up to today.
b. Multiple Choice Directions: Please choose the best answer by circling a,b,c, or d. 1. Which Roman Emperor is credited with unifying the Roman Empire spiritually?
a.) Julius Caesar
b.) Caesar Augustus
c.) Diocletian
d.) Constantine
2. The main reason for the popularity and spread of Buddhism is:
a. that the Kama Sutra was a very popular instructional text.
b. that nirvana was considered better than reincarnation.
c. that Buddhism rejected the caste system of Hinduism.
d. the example set by the lifestyle and teachings of the Buddhist monks.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 14
3. What is the most lasting legacy of the Greek Civilization?
a. religion
b. art and philosophy
c. theatre and athletics
d. architecture and roads
4. What word best characterizes the gender relations in Greece, Rome, China, and India?
a. scholar-gentry
b. matrimonial
c. elitist
d. patriarchy
c. Matching
Directions: Match the selected response assessment in Column A with its definition in column B. Place the letter of the correct match from column B in the box to the right of column A. All the answers in Column B do not have to be used. Column A Column B
1 Sanskrit A. Stands alongside Confucianism as one of the two great religious/philosophical
systems of Greece.
2 Untouchable B. The lowest social group in classical India.
3 Daoism C. Practitioners favored an authoritarian state ruled by force.
4 Legalism D. The language of the Vedas and other Hindu scriptures.
5 Caste system E. A social system in which the male is the primary authority figure central to social
organization and the central roles of political life
6 Patriarchal F. Embraced secret rituals and nature’s mystery and harmony
G. In India, a system of division of labor and power in society.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 15
c. Interpretive exercise #1 and Essay (9 points)
Directions: Read the following passage and answer the questions that follow.
“In all the classical civilizations, the achievement of old age won respect. It was seen,
legitimately enough, as a sign of good habits and wisdom. Furthermore, in groups where literacy was
uncommon, the elderly could be vital sources of information and cultural memory—the kinds of stories
that shape the identity of families and cultures. Respect for the elderly was a sign of good manners in all
the classical societies.
But the classical civilizations also differed in their attitudes toward the elderly. Chinese
Confucianism placed particular emphasis on venerating the elderly. Even older women, if they were
mothers (and especially if they were widows and mothers of sons) had clear status, although officially
their sons ran the household.
In Mediterranean cultures, there was greater ambivalence concerning older people. The themes
of wisdom and respect were visible (although they applied much more clearly to men than to
women)….In the Mediterranean, more attention was paid to the physical and mental deterioration of
older people, and while this was sometimes produced sympathy, it could also generate scorn.
Did these cultural differences matter in the actual way older people were treated? What is clear is that
this ambivalence toward the elderly had staying power. Even today, many argue, ambivalence about
older people that goes back to the Greeks, Romans, and Hebrews affects policy and outlook in the West,
while in contrast, some east Asian systems write respect for the elderly into their constitutions.”
(Stearns, et. al. p.38)
1. What is the main idea in this paragraph? Choose the best answer and circle.
a. In each society respect for the elderly was the norm.
b. The societies of today that are rooted in Western civilization exhibit ambivalence toward the
elderly whereas Asian systems, rooted in Eastern philosophies, are not.
c. Treating your elders with respect was considered good manners in classical civilizations.
d. In all civilizations, stories handed down were the reason that old age won respect.
2. Circle T or F
T F Chinese Confucianism paid particular emphasis on venerating the elderly.
T F In Greek and Roman societies, both elderly men and women gained equal respect.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 16
3. Given the attached newspaper article, write 2 paragraphs comparing and contrasting the treatment
of the elderly described in the article with what the elderly may have experienced in classical
civilizations in the same situation.
See attached (WSJ, March 3, 2013)
Mining Firms Discover Old-Timers Can Be Worth their Weight in Gold: Senior Geologists Prowl Ant Hills,
Boast Other Quirky Ways to Strike Riches By John W. Miller
WSJ Article.PDF
e. Interpretive exercise #2 and Essay (29 points)
Punic Wars Newspaper Article
PART A: Write a newspaper article on the Roman victory in the second Punic War from the point of view
of the Romans. Use the fact storming graphic organizer previously completed in class to aid in writing
this article.
Include factual information to describe the events and explain the reasons that Rome fought Carthage.
Add some fictional quotes from Roman citizens about the victory.
Use some actual impressions from primary source documents. Highlight the passages that support your article.
Article needs to be 2-3 paragraphs in length.
Based on class simulations on battle decision making write an “alternate” history substituting Hannibal with a different general. (Interpretive)
This piece is an additional 2-3 paragraphs. PART B (Short answer): Develop a thought process flow chart on how you completed PART A.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 17
f. Essays (45 points)
PART A: Essay: Using the graphic organizer that was completed for homework and revised in your study
group, analyze the causes of the decline of each civilization in the classical era.
PART B: Essay: Using the graphic organizer that was completed for homework and revised in your study
group, analyze AND compare the causes of the decline of each civilization in the classical era. Contrast
the reasons by highlighting common causes and differences.
PART C: (Short answer): Self evaluate your own work based on the criteria received in class and the
feedback on the 2 essays received from your teacher.
g. Interpretive, Short Answer, Matching, and Authentic:
(28 points)
Team Building to construct an ancient architectural replica.
Present and explain the replica1 that your study group built (Short answer).
Discuss architectural features of your model (Short answer).
Describe your group’s division of duties (Short answer).
Present your plan as translated from primary source architectural drawings, including
the material list that resulted in your replica (Interpretive and presentation).
In the presentation, have a chart that shows three columns: (1) ancient materials, (2)
contemporary materials, and (3) replica materials. Research and describe the
characteristics of ancient materials and mixtures and match them to current materials
and then the replica materials (Matching).
At the conclusion of the presentation discuss the pros and cons of the issues confronted
on your team and how they were successfully resolved (metacognitive, self-regulatory).
1. NOTE: Replica is a scale model of a significant Greek or Roman public building made with common
materials and ancient “blueprint” plans from antiquity.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 18
ANSWER KEY
Content Area Selected Response test GLOBAL 12 Unit: Classical Civilizations
a. Binary Choice Directions: Please Circle T (True) or F (False) T F Confucianism was full of religious symbolism and lacked a system of ethics. T F The religions of classical India, Buddhism and Hinduism, are alike in that they both have a strong founder. T F The greatest general of Greece was Hannibal. T F Classical Roman architecture has influenced the design of buildings up to today.
b. Multiple Choice
Directions: Please choose the best answer by circling a,b,c, or d. 1. Which Roman Emperor is credited with unifying the Roman Empire spiritually?
e.) Julius Caesar
f.) Caesar Augustus
g.) Diocletian
h.) Constantine
2. The main reason for the popularity and spread of Buddhism is:
a. that the Kama Sutra was a very popular instructional text.
b. that nirvana was considered better than reincarnation.
c. that Buddhism rejected the caste system of Hinduism.
d. the example set by the lifestyle and teachings of the Buddhist monks.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 19
3. What is the most lasting legacy of the Greek Civilization?
a. religion
b. art and philosophy
c. theatre and athletics
d. architecture and roads
4. What word best characterizes the gender relations in Greece, Rome, China, and India?
a. scholar-gentry
b. matrimonial
c. elitist
d. patriarchy
c. Matching
Directions: Match the selected response assessment in Column A with its definition in column B. Place the letter of the correct match from column B in the box to the right of column A. All the answers in Column B do not have to be used. Column A Column B
D 1 Sanskrit A. Stands alongside Confucianism as one of the two great religious/philosophical
systems of Greece.
B 2 Untouchable B. The lowest social group in classical India.
F 3 Daoism C. Practitioners favored an authoritarian state ruled by force.
C 4 Legalism D. The language of the Vedas and other Hindu scriptures.
G 5 Caste system E. A social system in which the male is the primary authority figure central to social
organization and the central roles of political life
E 6 Patriarchal F. Embraced secret rituals and nature’s mystery and harmony
G. In India, a system of division of labor and power in society.
BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 20
d. Interpretive exercise
1. What is the main idea in this paragraph? Choose the best answer and circle.
a. In each society respect for the elderly was the norm.
b. The societies of today that are rooted in Western civilization exhibit ambivalence toward the
elderly whereas Asian systems, rooted in Eastern philosophies, are not.
c. Treating your elders with respect was considered good manners in classical civilizations.
d. In all civilizations, stories handed down were the reason that old age won respect.
2. Circle T or F
T F Chinese Confucianism paid particular emphasis on venerating the elderly.
T F In Greek and Roman societies, both elderly men and women gained equal respect.